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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/51465
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dc.contributor.authorJacobs, Brendanen
dc.contributor.authorWright, Susanen
dc.contributor.authorReynolds, Nicken
dc.date.accessioned2022-03-25T01:38:48Z-
dc.date.available2022-03-25T01:38:48Z-
dc.date.issued2017-
dc.identifier.citationMind, Culture, and Activity, 24(4), p. 297-310en
dc.identifier.issn1532-7884en
dc.identifier.issn1074-9039en
dc.identifier.urihttps://hdl.handle.net/1959.11/51465-
dc.description.abstract<p>This article explores the relationship between <i>abstract</i> and <i>concrete</i> as categories of knowledge and Wilensky's (1991) theory that all ideas are abstract until they become concrete. Dewey (1910/1997) made a similar claim by suggesting that ideas are initially beyond our comprehension until they have become consolidated. This article documents the evolving mental models of 11- and 12-year-old children as they designed and made explanatory animations for the sake of their own learning. The conclusion from this research is that transferring ideas from thought to word, word to image, or transmediation of any kind, is a semiotic tool for cross-modal cognition.</p>en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofMind, Culture, and Activityen
dc.titleReevaluating the Concrete-Explanatory Animation Creation as a Digital Catalyst for Cross-Modal Cognitionen
dc.typeJournal Articleen
dc.identifier.doi10.1080/10749039.2017.1294181en
local.contributor.firstnameBrendanen
local.contributor.firstnameSusanen
local.contributor.firstnameNicken
local.profile.schoolSchool of Educationen
local.profile.emailbjacobs7@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited States of Americaen
local.format.startpage297en
local.format.endpage310en
local.identifier.scopusid85015712507en
local.peerreviewedYesen
local.identifier.volume24en
local.identifier.issue4en
local.contributor.lastnameJacobsen
local.contributor.lastnameWrighten
local.contributor.lastnameReynoldsen
dc.identifier.staffune-id:bjacobs7en
local.profile.orcid0000-0002-1848-9356en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/51465en
local.date.onlineversion2017-03-20-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleReevaluating the Concrete-Explanatory Animation Creation as a Digital Catalyst for Cross-Modal Cognitionen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorJacobs, Brendanen
local.search.authorWright, Susanen
local.search.authorReynolds, Nicken
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000417627200003en
local.year.available2017en
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/7bff134f-a6a5-43f6-a82c-8073c793922fen
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.for2020390304 Primary educationen
local.subject.seo2020160304 Teaching and instruction technologiesen
local.subject.seo2020160103 Primary educationen
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School of Education
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